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All Journal AL ISHLAH Jurnal Pendidikan BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat SIMBIOSA Al-Bidayah: Jurnal Pendidikan Dasar Islam Jurnal Pendidikan Pemuda Nusantara PUCUK : Jurnal Ilmu Tanaman Prosiding Seminar Nasional Biologi, Teknologi dan Kependidikan (Biotik) JIMAKUKERTA Open Community Service Journal Teaching English and Language Learning English Journal Socio-Economic and Humanistic Aspects for Township and Industry Setawar Abdimas Jurnal Riset dan Inovasi Pendidikan Sains (JRIPS) Jurnal Pengabdian Masyarakat Mandira Cendikia (JPKM-MC)
Merri Sri Hartati
Universitas Muhammadiyah Bengkulu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Analysis of Students Problem-Solving Ability in Economics PBL at SMAN Sumber Harta Viewed from Learning Styles Juwarni, Juwarni; Hilyati Milla; Merri Sri Hartati
Socio-Economic and Humanistic Aspects for Township and Industry Vol. 3 No. 4 (2025): Socio-Economic and Humanistic Aspects for Township and Industry
Publisher : Tinta Emas Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/sehati.v3i4.601

Abstract

This study aims to evaluate students ability to solve problems in Economics subjects at SMAN Sumber Harta which is influenced by learning styles with the use of Problem Based Learning (PBL) models. The method applied was qualitative descriptive with the research subjects of 20 students in class X.2 selected by purposive sampling based on the learning style identified through the Visual-Auditory-Kinesthetic (VAK) questionnaire. This study found that in understanding the problem, all learning styles showed the same ability in each given problem, in planning and implementing problem solving, auditory and kinesthetic learning styles dominated, while visual learning styles were less than optimal. In the re-checking activity, there is no learning style that is able to carry out this step well. Overall, auditory learning styles are superior in structuring and executing problem-solving over visual and kinesthetic learning styles. This research makes a significant contribution in understanding that students' learning styles can affect problem-solving skills in PBL-based learning.
Humanistic and Educational Analysis of Biology Teacher Readiness in Implementing a Deep Learning Approach at State Senior High School 7 North Bengkulu Eri Yanto; Asmi Astuti; Merri Sri Hartati
Socio-Economic and Humanistic Aspects for Township and Industry Vol. 3 No. 4 (2025): Socio-Economic and Humanistic Aspects for Township and Industry
Publisher : Tinta Emas Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/sehati.v3i4.603

Abstract

This study aims to provide a humanistic and educational analysis of Biology teacher readiness in implementing a deep learning approach at State Senior High School 7 North Bengkulu. The deep learning approach is positioned as a learning strategy oriented toward higher order thinking skills, deep conceptual understanding, student autonomy, and reflective learning as key elements of humanistic education. This research employed a qualitative descriptive method. Data were collected through in-depth interviews with Biology teachers, document analysis of lesson plans and learning materials, and questionnaires involving students as respondents. The findings indicate that Biology teacher readiness in implementing the deep learning approach is generally in the “ready” category. Teachers have understood the importance of student-centered learning and the urgency of developing critical and reflective thinking; however, they still face challenges in systematically designing deep learning activities, integrating supportive learning media, and consistently aligning assessment with deep learning principles. These results highlight the need for schools and related stakeholders to provide continuous professional development, intensive training, and mentoring so that the deep learning approach can be implemented more effectively and sustainably in Biology learning as part of a broader humanistic education agenda.
Co-Authors Adnan Adnan Agus Thaifur Apriza Fitriani Apriza Fitriani Asmi Astuti Atika Sari Bintang Agustina Pratiwi Charles Darwin Chris Santi Oktavia Citra Puspa Permata Elfahmi Lubis Endang Sulaiman Eri Yanto Fitria Ayu Lestari Hernadianto, Hernadianto Hilyati Milla Ira Yuniati Irwandi Irwandi Jaka Suryadinata Jefri Orcito Juwarni Juwarni, Juwarni Lonisa Miranda Lusiana Lusiana Mardhiyah Dwi Ilhami Mardia Apriansi Meilaty Finthariasari Nada Nabila Ivhone J1 Nasral Nopriyeni Nopriyeni Nurwiyoto Paryanto Paryanto Puji Dwi Lestari Restite Kalera Belalala Rina Yuniarti, Rina Romadhona Kusuma Yudha Rusmaini Saparudin Saroni Saroni, Saparudin Septika Sirinun Krisnachinda Sri Nalyana Syahfitri, Jayanti TATI NURHAYATI Tomi Hidayat Tomi Hidayat Welyta Wilhotama Yoza Agung Syaputra